# Implementing a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine

## TL;DR

This paper describes a fair and comprehensive system for evaluating and promoting faculty at a medical school using six key performance areas.

## Contribution

A novel multidimensional promotion matrix that ensures equitable evaluation of faculty across diverse roles and ranks.

## Key findings

- The matrix showed no significant differences in promotion rates across gender or rank.
- Higher academic ranks correlated with increased research productivity and community engagement.
- The system aligns with international medical education standards while being adaptable to local needs.

## Abstract

This paper outlines the development and implementation of a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine (SGUB FM). The matrix, designed to provide a comprehensive and equitable evaluation of faculty across multiple dimensions, is anchored in six pillars: Research, Clinical Practice, Teaching Effort, Administrative Effort, Community Work, and Extra Degrees and Awards. These pillars encompass diverse components, including publication output, clinical activities, teaching responsibilities, administrative roles, community engagement, and additional qualifications, with each metric normalized using z-scores for fair comparison.

This matrix analyzed the CVs and relevant documents of 112 faculty members, demonstrating its efficacy in providing equitable evaluation regardless of gender or rank. The results showed no significant differences in promotion rates among various faculty ranks, highlighting the matrix’s fairness and impartiality. The study also explores the relationship between faculty ranks and various performance metrics, revealing patterns in research productivity, clinical practice, and community engagement that escalate with higher academic ranks.

SGUB FM's approach aligns its curricular designs and instructional implementations with international benchmarks, particularly those set by the Association of American Medical Colleges (AAMC), ensuring global standard compliance while catering to the institution's unique context. The matrix serves not only as an evaluation tool but also as a catalyst for faculty excellence and professional development. This case study offers valuable insights for medical institutions developing inclusive promotion criteria and emphasizes the importance of holistic evaluation frameworks in fostering academic excellence and professional growth.